Grammar for academic writing @IELTS Council

94 Pages·2014·2.55 MB·English

by  Preferred Customer

GRAMMAR FOR ACADEMIC WRITING

Tony Lynch and Kenneth Anderson
(revised & updated by Anthony Elloway)

© 2013
English Language Teaching Centre
University of Edinburgh
GRAMMAR FOR ACADEMIC WRITING

Contents

Unit 1 PACKAGING INFORMATION 1
Punctuation 1
Grammatical construction of the sentence 2
Types of clause 3
Grammar: rules and resources 4
Ways of packaging information in sentences 5
Linking markers 6
Relative clauses 8
Paragraphing 9
Extended Writing Task (Task 1.13 or 1.14) 11
Study Notes on Unit 12

Unit 2 INFORMATION SEQUENCE: Describing 16
Ordering the information 16
Describing a system 20
Describing procedures 21
A general procedure 22
Describing causal relationships 22
Extended Writing Task (Task 2.7 or 2.8 or 2.9 or 2.11) 24
Study Notes on Unit 25

Unit 3 INDIRECTNESS: Making requests 27
Written requests 28
Would 30
The language of requests 33
Expressing a problem 34
Extended Writing Task (Task 3.11 or 3.12) 35
Study Notes on Unit 36

Unit 4 THE FUTURE: Predicting and proposing 40
Verb forms 40
Will and Going to in speech and writing 43
Verbs of intention 44
Non-verb forms 45
Extended Writing Task (Task 4.10 or 4.11) 46
Study Notes on Unit 47
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GRAMMAR FOR ACADEMIC WRITING

Unit 5 THE PAST: Reporting 49
Past versus Present 50
Past versus Present Perfect 51
Past versus Past Perfect 54
Reported speech 56
Extended Writing Task (Task 5.11 or 5.12) 59
Study Notes on Unit 60

Unit 6 BEING CONCISE: Using nouns and adverbs 64
Packaging ideas: clauses and noun phrases 65
Compressing noun phrases 68
‘Summarising’ nouns 71
Extended Writing Task (Task 6.13) 73
Study Notes on Unit 74

Unit 7 SPECULATING: Conditionals and modals 77
Drawing conclusions 77
Modal verbs 78
Would 79
Alternative conditionals 80
Speculating about the past 81
Would have 83
Making recommendations 84
Extended Writing Task (Task 7.13) 86
Study Notes on Unit 87

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GRAMMAR FOR ACADEMIC WRITING

Introduction
Grammar for Academic Writing provides a selective overview of the key areas of English grammar that you
need to master, in order to express yourself correctly and appropriately in academic writing. Those areas
include the basic distinctions of meaning in the verb tense system, the use of modal verbs to express
degrees of certainty and commitment, and alternative ways of grouping and ordering written information to
highlight the flow of your argument.

These materials are suitable for taught and research postgraduate students.

Study Notes
This course contains Study Notes at the end of each unit, providing answers and comments on the two
types of exercise in the course:

 closed tasks - to which there is a single correct answer or solution;

 open tasks - where you write a text about yourself or your academic field. For these tasks we
have provided sample answers (some written by past students) inside boxes. We hope you will
find what they have written both interesting and useful in evaluating your own solutions.

Note: every unit contains some suggested Extension Tasks – these are open tasks. Please do not send these
tasks to us. If possible, show your answers to the open tasks to another student and ask them for their
comments and corrections.

Recommended Books
If you are interested in continuing to work on your grammar/vocabulary, I can recommend the following:

1. Grammar Troublespots: A guide for Student Writers by A. Raimes (Cambridge University Press,
2004).
This is designed to help students identify and correct the grammatical errors they are likely to make
when they write.

2. Oxford Learner’s Wordfinder Dictionary by H. Trappes-Lomax (Oxford University Press, 1997).
This is an innovative dictionary, designed to help you in the process of writing – unlike a
conventional dictionary, which helps you understand new words when you are reading.

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Grammar for Academic Writing: Unit 1 - Packaging information
1 PACKAGING INFORMATION

In this first unit we look at ways of organising your writing into ‘packages’ of
information that will make your meaning clear to the reader. To do that, we need to
consider three levels of packaging of English:

• punctuation within and between parts of the sentence
• the grammar of sentence construction
• paragraphing

Punctuation

Task 1.1
Write in the names for these punctuation marks in the boxes below:

: ; “ ”

( ) [ ] *

& @ #

/ \ ‘ ’

Task 1.2
All the punctuation has been removed from the text below. Read the whole text and put in slashes
where there you think the sentences end. Then punctuate each sentence.

the university of edinburgh unlike other scottish universities is composed of colleges there are
three of them sciences and engineering humanities and social sciences and medicine and veterinary
medicine each college covers both undergraduate and graduate programmes of study although
students are generally admitted to one college only they may have the opportunity to study
subjects of another undergraduate programmess generally last three years or four for honours
there is an extensive variety of postgraduate programmes of study including a 9 month diploma a
12 month masters and doctoral research programmes lasting at least 36 months

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Grammar for Academic Writing: Unit 1 - Packaging information
Grammatical construction of the sentence

Terminology

Any discussion of grammar requires some knowledge of the principal grammatical
terms, so here’s a quick test to check whether you need to brush up your knowledge
of terminology.

Task 1.3
Write down one example (not a definition) of each of these terms:

term e x a m ple

a clause
a phrase
an auxiliary verb
a transitive verb
an uncountable noun
indirect speech
a phrasal verb
an adverb

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Grammar for Academic Writing: Unit 1 - Packaging information
Types of clause

Task 1.4
Match the four clause types on the left with the appropriate definition on the right:

1 main clause a clause joined to another by ‘and’, ‘but’, or ‘or’

2 relative clause b clause that can stand independently

3 co-ordinate clause c clause beginning with ‘who’, ‘which’, etc.

4 subordinate clause d clause that is dependent on another clause

This terminology is helpful because it allows us to discuss the structure of a text (or
sequence of sentences), which is a fundamental part of this course. It provides a way
of analysing the formal components of a text - phrases, clauses, sentences,
paragraphs - even if the content is hard to understand, as illustrated in the next
task.

Task 1.5
The text below is part of an abstract for a talk. You may find it difficult to understand, unless you are a
student of cognitive science or artificial intelligence. That doesn’t matter! What we want you to do is
to analyse it grammatically into the categories shown under the box. Tick the categories to show
which of them are present in the six sentences.

Some Reasons for Avoiding Supervised Nets, and Ways of Doing So i

A Neural networks can be divided into supervised and unsupervised. B Supervised networks,
such as the multilayer perceptron trained with backpropagation on a sum-of-squares error
function, are useful for representing how some properties of the environment co-vary with
others (function approximation), but are biologically dubious. C Unsupervised networks, such
as the Self-organizing Map, are often more biologically plausible, but are used almost
exclusively to represent the resting state of the environment (density estimation).

D In this talk I will argue that, for a common class of problem, it is wrong to use unsupervised
nets. E I will go on to describe some unsupervised models that do the same job better, and
then try to motivate them from a computational and biological perspective. F There will be
some maths but more pictures.

main clause coordinate subordinate relative clause
clause clause
Sentence A: 
Sentence B:
Sentence C:
Sentence D:
Sentence E:
Sentence F:

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Grammar for Academic Writing: Unit 1 - Packaging information
Grammar: rules and resources

Grammar is often defined as the rule system of a language, but it is also useful to
think of it as a resource for expressing meaning. For example, when we talk of
someone ‘knowing’ the Present Perfect in English, we mean that they know how to
form it ( by combining the auxiliary verb have with the past participle of the relevant
verb), but more importantly in which situations it is used and which meanings it can
convey. Thinking of grammar as primarily ‘rules’ tends to make people think there is
a one-to-one relationship between grammar and meaning. As we will see in the next
task, the same meaning can be expressed in different ways, and even with different
tenses.

Task 1.6
Think carefully about the meaning of this sentence:

It's eleven years since the SDA Conference was last held here in Edinburgh.

Complete the eight sentences below in ways that express the same meaning as the one above.

A The last time...

B The SDA Conference…….. last...

C It… in 2000......

D Eleven years have...

E This is the first...

F 2000...

G The SDA Conference hasn't...

H Not for eleven years...

That task highlights grammar as a resource. One important technique for extending
your knowledge of English grammar is to analyse the texts you read for your degree
course and to notice the variety of ways of expressing the same basic meaning.
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Grammar for Academic Writing: Unit 1 - Packaging information
Ways of packaging information in sentences

English offers three ways of showing the relationship between ideas:

Sequence

Research grants from the British government are getting scarcer. As a result, universities are
having to seek funding from private industry.

Co-ordination

Research grants from the British government are getting scarcer and universities are having
to seek funding from private industry.

Subordination

As research grants from the British government are getting scarcer, universities are having to
seek funding from private industry.

or

Universities are having to seek funding from private industry because research grants are
getting scarcer.

On the next page is a table showing some of the commonest linking markers:
sentence openers and conjunctions (used in co-ordination and subordination).

Task 1.7
Put an appropriate marker in the space in each sentence:

A You can attend a graduation ceremony and receive your degree certificate from the
Chancellor of the University. _________________ you can graduate in absentia
and get the certificate sent by post.

B In some areas of England, domestic water consumption is now subject to metering.
__________________ some people on low incomes are washing less often.

C Approximately 120 matriculated students take ELTT courses at ELTC each year.
_____________________ they take a diagnostic test of English known as TEAM.

D Sigrid scored less than 50% on TEAM. __________________ she did not apply for
English courses at ELTC because she should have taken ELBA, the test for non-graduating
students.

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Grammar for Academic Writing: Unit 1 - Packaging information
LINKING MARKERS

1 SENTENCE OPENERS 2 CONJUNCTIONS

2A 2B
Co-ordinating Subordinating
In addition [to NP], ... ...and ... , who...
ADDITION Moreover, ... , which...
Also, ... not only ..., , where...
Apart from [NP], ... but also ... , when...
Furthermore, ...
However, ... ... but ... although...
CONTRAST Nevertheless, ... whereas...
On the other hand, ... ...(and) yet... while...
In contrast, ... in spite of the fact that...
In spite of [NP], ... despite the fact that...
Despite [NP], ...
So... ...(and) so... so...
As a result... so that...
CAUSE/ Consequently... ...(and) hence... because...
EFFECT Therefore... due to the fact that...
Thus...
Hence...
For this reason...
Because of [NP],...
POSITIVE In that case,... ...and... if...
CONDITION If so,... as/so long as...
Then,... ...and (then)...
Alternatively, ... ...or (else)... If... not...
CHOICE/ Otherwise,... unless...
NEGATIVE Instead of [NP],...
CONDITION Rather than [NP],...
If not,...
TIME ORDER/ Then... ...(and (then)... before...
LISTING Afterwards,... after...
First(ly),... , after which...
Second(ly),... when...
Next,... now that...
Prior to [NP],...
Before [NP],...
Finally / Lastly,...

Note: [NP] = Noun Phrase, which may include a noun, or a verbal noun (-ing form):

e.g. Instead of complaints, it would be better to offer advice
Instead of complaining,
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